HLB 1641 
I.N4 
I Copy 1 



Community Studies 

for 
Rviral High Schools 




Prepared for use in 



Rural High Schools in West Virginia 

By L. L. Friend 

S<a<e Supervisor of Hitfh Scheolfc 



H 



/ 
Office of 

The State Superintendent of Schools 

Charleston 



EB_ 



Community Studies 

for 
Rural High Schools 




Prepared for use in 



Rural High Schools in West Virginia 

By 3L. L. Friend 



State Supervisor of High Schools 



m 



Office of 

The State Superintendent of Schools 

Charleston 






A 



V 






mnu»i miNTiNa CO., ohahlistoh, w. va. 



FEB 7 1914 



INTRODUCTION 



No course of instruction in the public schools is complete that 
does not give the learner a closer and more definite knowledge and 
understanding of his immediate environment. This is a truth 
that we have in the past largely overlooked in planning courses of 
study for our schools, particularly for our high schools. Languages 
and peoples that are dead and activities and institutions that are 
remote in time or distance are interesting and valuable and have a 
proper place in our high school programs; but their place should 
be a subordinate one. So strong, however, are the cords with which 
tradition has bound most of us that we have continued to act on the 
assumption that no education can be acceptable or in good re- 
pute that does not include a large share of these dead and remote 
things and that the study of "the life that now is' ; and the con- 
ditions and circumstances that immediately surround us cannot 
have a legitimate place in school instruction. 

The result of this is that the high schools are turning out many 
boys and girls who know something of Latin and German, some- 
thing of the civilization of Greece and Eome, and something of 
geometry, but who know little or nothing about the community 
in which they live; they know nothing of its history, nothing of 
its traditions, nothing of its industries, nothing of its institutions, 
and nothing of its possibilties for the future. The life that goes on 
about them, with its needs, its failures, and its suggestions, makes 
no appeal to them, because they do not understand its signifi- 
cance. 

Our rural communities in West Virginia have greatly suffer- 
ed in the past because the majority of their young people who 
have gone to high school and to college, have not returned to 
them to give them the benefit of their training and their increas- 
ed ability. They have gone into the towns and cities of the state 
and into the towns and cities of other states, to seek opportunities 
there and to use there the ability that they have developed. Many 



of them have gone to seek opportunities in distant places because 
the lessons they learned in school dealt largely with distant 
places and distant activities. They have yielded to the lure of 
things they have read about and thought about. They have dis- 
covered no opportunities at home because they have not been 
taught how to look for them. 

Partly because of this desertion by many of their best young 
people,, some of 'our rural communities are yet undeveloped, and 
many of those that have been developed owe their development to 
those who have come in from the outside. 

The rural communities of West Virginia are yet rich in oppor- 
tunities, however, for those who will seek them; and there is not 
a state in the union in which a faithful study of community con- 
ditions and community needs and possibilities will more satis- 
factorily repay those who will make it in the spirit of sympathy 
and affection that ought to characterize the native born inves- 
tigator. 

To the rural high schools, which have been springing up so 
rapidly in the state within the last few years, belongs the oppor- 
tunity of revealing to the young people of their communities the 
immediate value and future promise of such study and investi- 
gation. Their pupils are mature enough to find interest in such 
studies and to draw from them intelligent conclusions. 

The purpose of the studies here suggested, therefore, is to offer 
to the rural high schools of West Virginia a definite program for 
community study. It proposes no text-book study of rural econ- 
omics; but throughout, the community itself must be the field of 
investigation. To obtain the information suggested the student 
must go here and there in the community; he must gather in- 
formation from records and from men. He must collect data and 
work out statistics, and draw conclusions, with the aid of the teacn- 
er, from the information he has gathered. The work should 
arouse in him the enthusiasm that youth experiences when creat- 
ing something or discovering something new. 

It is not expected that every question asked can be answered 
fully in every community or that every investigation suggested 
can be carried to satisfactory completion, though most of them 



should lead to definite answers and definite conclusions. Many of 
the questions are asked not so much for the sake of the answers 
themselves as for the thought that may be aroused while the 
answers are being sought. Many of them have stopped short of 
indicating the conclusions expected so that the student may not 
be unnecessarily prompted in his thinking. 

The district is the unit of territory selected for these studies 
for the reason that the district is the unit of local school and civil 
administration and of high school organization for most of the 
rural high schools of the state. In the three county high schools 
each student may be required to make the study in the district in 
which he lives. 



COMMUNITY STUDIES— THE DISTKICT 



THE PEOPLE 



What is the population of the district? Is the population in- 
creasing or decreasing? How many families have moved out of 
the district in the last live years? Eind out, if possible, why they 
moved. Where did they go ? How many boys and young unmar- 
ried men have left the district in the last five years? Find out, 
if possible, why they left. Where did they go? 

How many families have moved into the district in the last five 
years? Where did they come from? In what work are they en- 
gaged? Do they rent or own property? 

How many residents of the district desire to sell their property? 
Find out, if possible, why they want to sell. 

How many men and women in the district are high school 
graduates? How many are college graduates? How many young 
people from the district are now in college? 

What per cent of the inhabitants of the district are farmers? 
What per cent of the farmers own their farms? 

How many farmers in the district take farm papers, newspapers 
and magazines? How many use the bulletins of the Department 
of Agriculture and the State Agricultural College? How many 
farmers in the district have attended one or more short courses 
at the State Agricultural College? 

Are farmers' institutes held each year in the district? How 
well are they attended? 

How many farmers in the district use up-to-date farm machin- 
ery and appliances? How many employ up-to-date methods in 
farming ? 

Is there a general tendency on the part of the residents of the 
district to improve their homes and make them more attractive and 
homelike ? If many of the homes are neglected as to their appear- 
ance and comfort, what is likely to be the effect on the district? 



What opportunities are there for social life among the young 
people of the community? Are these helpful in their character? 
How might opportunities for wholesome social life in the district 
be improved? 

THE CHUECHES 

How many churches are there in the district? By what denom- 
inations are they supported? How many churches own church 
houses? How many of these are fully paid for? How large is 
the membership of each? What is the total church membership 
in the district? 

How many Sunday schools are maintained? What is the aver- 
age attendance in each Sunday school ? How many of the Sunday 
schools continue throughout the year and how many close through 
the Avinter months? 

Are all of the churches conveniently located? Are the} r all 
adequately supported? Could any of them unite and thus 
receive better support and do more effective work ? 

What per cent of the population of the district over ten years 
of age belong to church? What has been the average attendance 
in all the churches of the district during the past year? Com- 
pare church membership and church attendance in the district 
with that of ten years ago. If a noticeable increase or decrease 
in the membership of the churches of the district has occurred, 
what are the probable causes? 

Is there a strong spirit of rivalry among the churches of the 
district ? If so, is the effect favorable or unfavorable ? What spe- 
cial activities are carried on by any of the churches? How fre- 
quently are regular church services held? Are the churches and 
other church property kept in good repair? 

THE SCHOOLS 

How many one-room schools are there in the district? How 
many schools of two or more rooms? 

What is the total enumeration of youth of school age in the 
district? What is the total enrollment the present year? How 



8 



many schools have an enrollment of fewer than twelve pupils? How 
itnany one-room schools have an enrollment of forty or more? 

Are all the schools suitably located? Could any of them be con- 
solidated ? If so, how many, and at what points could consolidation 
be most advantageously' effected ? Would transportation of pupils 
be practicable anywhere in the district? If not, why? What are 
the advantages of consolidation and transportation? Get infor- 
mation concerning consolidation in West Virginia and other 
states. 

How many teachers are employed in the district? How many 
of these reside in the district ? • How many have taught the same 
school more than one year? How many as much as five years? 
How many are graduates of high schools or normal schools? What 
salaries are paid teachers in the district? How do these compare 
with salaries in other sections of the state? 

Is the compulsory attendance law enforced? How many prose- 
cutions under this law last year ? Is the child labor law enforced ? 
What are the provisions of this law? 

Are the school buildings kept in good repair? How many mod- 
ern school buildings are there? Are the school grounds ample in 
size and are they attractive in appearance? Are the schools well 
furnished and well supplied with apparatus and equipment? 

How many schools have libraries? What is the total number 
cf volumes in the school libraries of the district? Are the books 
in these libraries properly cared for? Are any of the school libra- 
ries used by the people of the community outside of the school? 
Could arrangements be made for the use of the school libraries by 
all the people of the community? 

How many pupils in the district pass the eighth grade examina- 
tion each year? How many of these enter high school? How 
many pupils have graduated from the high school since it was 
established ? 

To what extent are the school houses of the district used as 
community centres? Is there room for a more extensive use of 
the schools for this purpose? What are the benefits of using the 
school buildings as community centres? 

Are the elementary schools performing their work efficiently and 



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satisfactorily? What subjects, if any, are too much emphasized? 
What subjects, if any, are not sufficiently emphasized? 

Are the schools supervised by a district superintendent? If so, 
what have been the results of district supervision? What are 
its possibilities? 

What are the school levies of the district? What is the total 
valuation of taxable property (real estate, personal property and 
public utilities assessed by the State Board of Public Works) ? 
Wbat is the total annual expenditure for school purposes? Is the 
valuation of property increasing or decreasing? In cither case, 
find out why. How much does the district receive from the State 
Distributable School Fund? What is the cost per capita of edu- 
cation in the district? How does this compare with other sec- 
tions? 

THE ROADS 

Make a map of the district to be used throughout this study. 
On the map draw all the public roads in the district. Indicate 
the good roads and the bad roads. How many miles of public 
road in the district? Are additional roads needed? Indicate by 
dotted lines on your map roads that are needed, if any. 

Could any of the present roads be conveniently changed so as 
to reduce grades, shorten distances or improve conditions? 

Wbat good road-building materials, if any, are there in the 
district? By consulting the county road engineer, estimate the 
probable cost per mile of improving the bad roads of the district. 

Try to estimate the cost per ton per mile of hauling farm 
products to market over the bad roads of the district as they are 
now in winter. (Take into consideration the time required, the 
size of the load that can be hauled and the value of the services of 
the driver and team for the time required.) Try to estimate the 
reduction in cost of marketing produce if these roads were prop- 
erly improved. (Obtain information on this question from bul- 
letins published by the State College of Agriculture and the Uni- 
ted States Department of Agriculture.) 

How much money is spent each year in the upkeep of the roads 
i.f the district under present conditions? Pj the present system of 



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] oad repair in the district economical ? If the roads were properly 
improved, what would probably be the annual cost of upkeep per 
mile ? 

What effect would the improvement of the roads probably have 
on agriculture in the district? What effect on land values? What 
effect on the public schools? What effect on church attendance 
and social life in the community? 

Would it pay the district to vote a bond issue running from ten 
io twenty or thirty years for the improvement of its roads? 

What are the present laws of West Virginia in regard to the 
building and maintenance of roads? Are these laws adequate? 



STORES, MILLS, POST OFFICES, RAILROADS, BANKS, ETC. 

How many stores are there in the district? Where are they lo- 
cated? Are they conveniently located? Is there any locality in 
the district that needs a store? 

What is the present cost of common household necessities in 
the local stores? What are the prices paid for farm produce? Do 
the stores afford a satisfactory market for the sur- 
plus farm products of the district? What is a co-operative store? 

How many "grist mills" are there in the district? Where are 
they located ? Is there need for one or more additional mills ? If 
so, what locations are suitable? What are the present demands 
upon the mills of the district? What kind of power is most 
economical for mills in the district? 

How many blacksmith shops in the district? Is there need for 
others? If so, where? What should a blacksmith shop in the 
district be prepared to do? 

On your map indicate the post offices and E. F. D. routes in 
the district, Is the mail service in the district adequate and sat- 
isfactory? 

How many miles of railroad in the district? What was the 
average cost per mile of building the railroad constructed in the 
district? Is the freight and passenger service reasonably satisfac- 



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iory? How has the railroad aided in the development of the dis- 
trict? 

What banks, if any, are there in the district ? What are the cap- 
ital stock, the surplus and the total deposits of each? Which are 
state and which are national banks? What are the differences 
between these? What interest do they pay on time deposits? If 
there are no banks in the district, where is most of the banking 
business of the district done? 

Under what conditions may money be borrowed from the local 
banks? Under what conditions would it be advisable for a young 
man in your community to borrow money to buy a farm or to go 
into business? How many young men and women in the district 
have savings deposits in the banks? 

How many physicians are there in the district? How many of 
these have come in from other sections? Is there need in the dis- 
trict for more physicians? 

AGRICULTURE AND AGRICULTURAL POSSIBILITIES 

How many farms are being operated in the district? How 
many acres in the largest farm? How many farms are there con- 
taining more than five hundred acres? What is the average size 
of the farms of the district? Has the average size of farms in- 
creased or decreased in the last ten years ? 

Have many small farms been bought up by large land owners? 
If so, is this helpful or injurious to the agricultural interests of 
the district? How many acres of land in the district are owned 
outright by lumber companies, coal companies, or other corpora- 
tions? What use is being made of this land? Is such ownership 
of land beneficial or injurious to the district? 

About how many acres of bottom or valley land in the district? 
How many acres of hill land that can be cultivated profitably? 
How many acres of hill land that cannot be cultivated ? For what 
is this land valuable? How many acres of swamp land? How 
many acres of swamp land have been drained? How many acres 
of swamp land that can profitably be drained? How many acres 



12 



of timberland? About what is the total number of acres under 
cultivation in the district? 

What is the character of the soil of the bottom land ? Of the hill 
land ? How much of the farm land of the district has been worn 
out by constant cropping? How much of this could with proper 
methods be restored to fertility? 

What are the principal cereal and feed products of the district? 
If possible, find out the amount and value of each last year. Is 
the district producing enough of these to supply its own needs? 
If not, why? If it is producing more of these than it needs, is 
the surplus marketed profitably each year? If not, why? 
Could a larger surplus be produced profitably ? If so, under what 
conditions ? 

How man}' horses, cattle, hogs, sheep and farm fowls were raised 
in the district last 'year? What was their value? Is the number 
of these in the district increasing, decreasing, or remaining prac- 
tically stationary from year to year? If decreasing, what are the 
causes? Are conditions such as to warrant an increase in the 
number of any or all of these farm animals raised in the district? 

To what extent is fruit-growing carried on in the district? 
Could it be profitably extended? Under what conditions? 

To what extent is dairying carried on in the district ? Are con- 
ditions suitable for the profitable extension of dairying? What 
are the conditions necessary to render it profitable? 

Make the same study as above with reference to market garden- 
ing. 

What sections of the district are best adapted to wheat, corn, 
oats, hay, cattle, sheep, dairying, market gardening, apples, 
peaches, small fruits? 

What farm implements and machines that are not now used 
could be used profitably in the district? What machines and appli- 
ances conld be used economically in the farm homes of the dis- 
trict to lighten the work of farmers' wives and daughters? 

OTHER RESOURCES OF THE DISTRICT 

In what sections of the district, if any, and in what quantities 
is coal found? Iron ore? Brick clav? Building stone? Glass 



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sand? Builders' sand ? Gravel beds? Marketable timber ? Other 
resources: To what extent are these being developed? To what 
extent have they been bought ur but not developed? What are 
the possibilities of their profitable development in the future? 

What, streams are there in the district that could be utilized 
for power purposes ? Find out what you can about the utilization 
of streams for power purposes elsewhere in this state and in other 
states. Find out what you can about the advantages of water pow- 
er. Have the power rights of any of the streams of your district 
been acquired by corporations? If so, what was paid for them? 
What is the present state law relating to the control of water pow- 
er privileges and water power companies? Is this law adequate? 

A SPEI III. STUDY FOE HIGH SCHOOLS IX COAL MIXING REGIONS 

When was the mining of coal on a commercial scale begun in 
the district? 

How many seams of coal are being worked in the district? 
What is the name of each? What is the thickness of each? 

For what uses is the coal of each seam specially adapted? Find 
out why each has special uses. 

Find out. the average cost per ton of mining the coal of each 
seam. Compare this with the cost of mining other seams of coal 
in the state. 

If coke is manufactured in the district how many ovens are in 
operation. What are the uses of coke? 

What is the total capital invested in the mining of coal and 
the manufacture of coke in the district? What proportion of the 
capital invested is from this state and what proportion from other 
states? Where is the outside capital from? 

What is the total annual output of the mines of the district? 
What is its value? Where are the coal and coke produced in the 
district marketed? 

How many miners and coke-workers arc employed in the district? 
What per cent of them are Americans and what per cent foreign- 
ers? Which make the best miners? What per cent are "float- 
ing ? ' and what, per cent fairly permanent? 



14 

Are the miners of the district comfortably housed? Do they 
take care of their houses and attempt to keep them attractive? 

What does the average miner in the district earn per day? 
What is the average daily wage of outside mine workers and coke 
workers in the district? 

In what mines are electrical mining machines and other modern 
mining appliances used? Find out as much as you can about these. 
If possible get permission to see some of them operate. 

Find out all you can about the causes of mine explosions and 
other mine accidents and get information about the safety ap- 
pliances used and precautions taken to prevent mine accidents. 
How many deaths due to mine accidents in the district last year? 
How many men were seriously injured? Get copies of the Work- 
men's Compensation Act of West Virginia and ascertain how it 
applies to miners. 

Find out by inquiry what opportunities there are for high school 
graduates to obtain positions of various kinds with the mining 
companies in the district? Ascertain what qualifications are 
necessary to start. 

If possible find out about how much money is spent each year 
by miners of the district for vegetables, native fruits, poultry, etc. 
How much of this is shipped in from city commission houses, and 
how much is supplied by local growers. Would this market justify 
market-gardening, fruit-groAving and poultry-raising on a larger 
scale in the district? Make a careful study of this question. 

What favorable effects has the development of mining had up- 
on the district? What injurious effects? May the injurious ef- 
fects be wholly or in part overcome? If so, how? 

How much has the taxable valuation of property in the dis- 
trict increased since mining began ? 

SPECIAL STUDY FOB, HIGH SCHOOLS IN OIL AND GAS REGIONS 

When were oil and gas first discovered in the district? How 
many producing oil wells and gas wells in the district at the present 
time? How many have been exhausted? 

What are the names and relative positions of the different sands 



15 



in which oil and gas are found in the district? What is the aver- 
age depth of each sand? In what sand are the largest oil wells 
found? In what sand the largest gas wells? What was the in- 
itial production of the largest oil well ever drilled in the district? 
The largest gas well ? What is the average cost of drilling a well in 
the district? What is the average life of oil wells and gas wells 
in the district? 

What oil and gas companies are operating in the district? 
What is the present price of petroleum? The usual price of gas? 
What was the total value of oil and gas produced in the district 
last year? 

Where is the oil produced in the district refined? How is it 
transported to the refineries ? What is done with the gas produced 
in the district? If possible visit an oil pumping station and a 
gas pumping station and find out what you can about them. 
What are the principal biproducts of petroleum? 

Are there carbon black factories in the district? If so, find out 
all you can about the manufacture of carbon black and its uses. 

How many men are employed in the production of oil and gas 
in the district? What is the usual compensation of the various 
classes of employees in oil and gas production ? 

Compare the quality and value of the oil produced in your dis- 
trict with that produced in Texas and Oklahoma. 

How long will the oil and gas probably last in your district? 

In what ways has the discovery and development of oil and 
gas been helpful to the district? Which of these benefits are 
likely to be permanent? What injurious results are noticeable? 
Are any of these likely to be permanent ? What has been the effect 
on the roads ? What has been the effect on agriculture ? 

How much has the valuation of property in the district increas- 
ed since the development of oil and gas began? Is it continu- 
ing to increase or is it beginning to decline? 

Find out all you can about gas and oil leases, the land own- 
ers' share in production, etc. 



16 
SPECIAL STUDY P0R HIGH SCHOOLS IN TIMBER REGIONS 

How many acres of timber land yet remain in the district? 
Find out the total number of feet of lumber cut in the district 
last year. How long at this rate will the timber in the district 
probably last ? What is the capacity of the largest saw mill in the 
district ? 

What other industries are there in the district that use timber? 
What kinds of timber do these use and in what quantities an- 
nually ? 

What kinds of timber are found most abundantly in the dis- 
trict ? What are the principal uses of the various kinds ? Get in- 
formation about the different grades of lumber. What is the pres- 
ent market price of various grades and kinds of lumber? 

Find out if possible, how many acres of marketable timber 
have been destroyed by forest fires in the district. Estimate the 
loss thus sustained. To what extent might this loss have been 
prevented? How may such loss be prevented or reduced in the 
future ? 

How much of the district is now covered with a growth of 
young timber that will, if protected, develop later into market- 
able timber? Would the reforestation of certain sections of 
the district by planting be practicable or profitable? Has 
reforestation by planting been attempted anywhere in West 
Virginia? If so, where? If possible find out something about 
reforestation in Germany, Denmark and other European coun- 
tries. If reforestation by planting is practicable in the district, 
what kinds of trees should be planted? 

In many of our timber sections large tracts of land are owned 
by lumber companies and other corporations. Frequently this 
land when cut over is for sale at very reasonable prices. If there 
is such land in your district, what prices are asked for it? On 
what terms of payment may it be obtained? What parts of it are 
suitable for farming? For fruit growing? For cattle and sheep 
raising? What would be the probable cost of clearing this land? 



17 



LOCAL HISTORY 



Were there Indians in the territory now composing the district 
in which you live ? If so, what tribe or tribes ? When did they 
leave the region? Why did they leave? Where did they go? 
What Indian relics are to be found in the district? 

Who were the first settlers in the territory that now composes 
the district? Where and when did they settle? Where did they 
come from ? Did they own land ? If so, how did they obtain it ? 
Consult early deeds and records at the county seat. Find out all 
you can about the "early settlers from old inhabitants. Are there 
any descendants of the first settlers now living in the district? 

Locate the oldest house in the district. When and by whom was 
it built? Find out all you can about the furniture and equip- 
ment of early houses in the district, about the size of the early 
families, family life and social life. 

When and where was the first church in the district establish- 
ed? By what, denomination was it established? How often were 
services held? When and where were other early churches es- 
tablished? Get information about early church gatherings in the 
district, and about the influence of these early churches. If 
possible obtain information concerning pastors of the early 
churches. 

Where and when was the first school established in the district? 
How many pupils attended it? What subjects were taught in -it? 
Obtain information about other early schools in the district and 
about early school furniture and equipment and early school books. 
For what purposes other than school purposes were the early school 
houses used ? If possible obtain information concerning early 
school masters in the district. 

When and where was tbe first store in the district established? 
By whom was it established ? What was then the nearest shipping 
point? What prices were then charged for provisions and house- 
hold necessities? What prices were received for farm produce? 

When and where was the first "grist mill" erected in the dis- 
trict? By whom was it erected? Find out what you can about the 



18 



kind of equipment used in this mill, about its capacity and the 
charge of the miller for grinding. 

When and where was the first blacksmith shop in the district 
established? By whom established? Find out what implements 
and tools were then made by the blacksmiths. 

Were there other industries in the district such as iron fur- 
naces, salt furnaces, &c? If so, when and why were they discon- 
tinued ? 

Find out what you can about carpet weaving, wool carding,- 
spinning, cloth weaving, tin smithing and gun smithing in the 
district in early days. 

Who was the first justice of the peace in the district? Were 
his services often required ? What in the main was the nature 
cf these services? 

What residents and former residents of the district have served 
in the State Legislature? What residents and former residents 
have held county or state offices? 

If possible, a district museum should be established in the high 
school, in which should be brought together Indian relics, primi- 
tive furniture, household utensils, farm implements, old guns, 
traps, records, books and other things connected with early life in 
the district. 

The telling of interesting stories relating to pioneer life can 
be made an interesting feature of the local history study. 



TABLE OF CONTENTS 



PAGE 

Introduction 3 

The People 6 

The Churches 7 

The Schools 7 

The Roads 9 

Stores, railroads, etc 10 

Agriculture 11 

Other Resources 12 

Special Study for high schools in coal mining regions 13 

Special study for high schools in oil and gas regions 14 

Special study for high schools in timber regions 16 

Local history 17 



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